In this paper, the authors show that the questions we asked are fundamental and that our meta-analytic techniques are appropriate, robust, and statistically correct. In sum, the results and conclusions of our meta-analysis are not altered by our critics’ protests and accusations.
The present article discusses a theory of tolerance and seeks to identify the critical problems associated with the position taken in the NAS report and subsequent reform initiatives. Specifically, it is argued that brute force attempts to absorb, current special education functions into regular classrooms will necessarily fail.
Gerber, M. M. (1988). Tolerance and technology of instruction: Implications for special education reform. Exceptional Children, 54(4), 309-314.
Three formative assessment techniques for the math classroom are discussed: observation and questioning, diagnostic interviews and problem-solving-based investigations.
Sammon, K. B., & Kobett, B. (1992). Linking instruction and assessment in the mathematics classroom. The Arithmetic Teacher, 39(6), 11.
This meta-analysis examined the effects of practice tests versus non-testing learning conditions on student performance. Research demonstrates that students who take practice tests often outperform students in non-testing learning conditions such as restudying, practice, filler activities, or no presentation of the material. Results reveal that practice tests are more beneficial for learning than restudying and all other comparison conditions.
Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017). Rethinking the Use of Tests: A Meta-Analysis of Practice Testing. Review of Educational Research, 0034654316689306.
Environmental features of elementary school classrooms are examined in relation to distraction and privacy. Teachers' adjustments of their activities to make their settings less distracting are also explored.
Ahrentzen, S., & Evans, G. W. (1984). Distraction, privacy, and classroom design. Environment and Behavior, 16(4), 437-454.
Two experiments are reported which test the effect of increased three-term contingency trials on students' correct and incorrect math responses. The results warrant further research to test whether or not rates of presentation of three-term contingency trials are predictors of effective instruction.
Albers, A. E., & Greer, R. D. (1991). Is the three-term contingency trial a predictor of effective instruction?. Journal of Behavioral Education, 1(3), 337-354.
Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area.
Archer, A. L., & Hughes, C. A. (2010). Explicit instruction: Effective and efficient teaching. Guilford Publications.
This book gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material.
Archer, A., & Hughes, C. A. (2011). Explicit instruction: Efficient and effective teaching. New York, NY: Guilford Publications.
Active responding (in the form of response cards) was employed during a math lecture in a third-grade classroom to evaluate its effect on disruptive behavior.
Armendariz, F., & Umbreit, J. (1999). Using active responding to reduce disruptive behavior in a general education classroom. Journal of Positive Behavior Interventions, 1(3), 152–158.
This document explores ways in which time can be used as an education resource. It opens with an overview of studies that indicate that American students trail their counterparts in other leading industrialized nations in academic achievement. It discusses research on the relationship between time and learning.
Aronson, J., Zimmerman, J., & Carlos, L. (1999). Improving Student Achievement by Extending School: Is It Just a Matter of Time?.
Classwide Peer Tutoring is a powerful instructional procedure that actively engages all students in a classroom and that promotes mastery, accuracy, and fluency in content learning for students with and without disabilities. The purpose of this article is to discuss Classwide Peer Tutoring as an effective instructional procedure.
Arreaga-Mayer, C. (1998). Increasing active student responding and improving academic performance through classwide peer tutoring. Intervention in School and Clinic, 34(2), 89-94.
This article explores factors influencing the sustained use of Peer Assisted Learning Strategies (PALS) in math in one elementary school.
Baker, S., Gersten, R., Dimino, J. A., & Griffiths, R. (2004). The sustained use of research-based instructional practice: A case study of peer-assisted learning strategies in mathematics. Remedial and Special Education, 25(1), 5-24.
This study compares the effects of Active Student Response error correction and No Response (NR) error correction during.
Barbetta, P. M., & Heward, W. L. (1993). Effects of active student response during error correction on the acquisition and maintenance of geography facts by elementary students with learning disabilities. Journal of Behavioral Education, 3(3), 217-233.
The book presents many examples of Questioning the Author (QtA) in action as children engage with narrative and expository texts to construct meaning.
Beck, I. L., & McKeown, M. G., Hamilton, R. L., & Kugan, L. (1997). Questioning the Author: An approach for enhancing student engagement with text.Newark, DE: International Reading Association.
The later effects of the Direct Instruction Follow Through program were assessed at five diverse sites. Low-income fifth and sixth graders who had completed the full 3 years of this first- through third-grade program were tested on the Metropolitan Achievement Test (Intermediate level) and the Wide Range Achievement Test (WRAT).
Becker, W. C., & Gersten, R. (1982). A follow-up of Follow Through: The later effects of the Direct Instruction Model on children in fifth and sixth grades. American Educational Research Journal, 19(1), 75-92.
A new report from the Center for American Progress suggests American students would be better served by allowing teachers more time to collaborate with colleagues, planning lessons, and reviewing the effects of instruction.
Benner, M. & Partelow, L. (2017). Reimagining the School Day: Innovative Schedules for Teaching and Learning. Washington, D.C.: Center for American Progress.
This book delivers teaching practice highlights and some strategies introduced in schools to give educators, evaluators, and researchers comprehensive evidence found on the best instructional strategies schools could use to improve student outcomes significantly.
Bennett, B., Rolheiser, C., & Normore, A. H. (2003). Beyond monet: The artful science of instructional integration. Alberta Journal of Educational Research, 49(4), 383.
This paper is a research review which explores factors that can be controlled or influenced by teachers and that are known to affect student behavior, attitudes, and achievement. Pre-instructional factors include decisions about content, time allocation, pacing, grouping, and activity structures.
Berliner, D. C. (1984). The half-full glass: A review of research on teaching.
This article reports on a 4-year longitudinal study of the effects of Literacy Collaborative (LC), a schoolwide reform model that relies primarily on the oneon-one coaching of teachers as a lever for improving student literacy learning.
Biancarosa, G., Bryk, A. S., & Dexter, E. R. (2010). Assessing the value-added effects of literacy collaborative professional development on student learning. The elementary school journal, 111(1), 7-34.
This is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), 7-74.
This paper theorizes that variations in learning and the level of learning of students are determined by the students' learning histories and the quality of instruction they receive.
Bloom, B. (1976). Human characteristics and school learning. New York: McGraw-Hill.
This study was conducted to create a reliable and valid low- to medium-inference, multidimensional measure of instructor clarity from seminal work across several academic fields. The five factors were explored in regards to their ability to predict the outcomes. Implications for instructional communication researchers are discussed.
Bolkan, S. (2017). Development and validation of the clarity indicators scale. Communication Education, 66(1), 19-36.
This paper discuss ClasWide Peer Tutoring as an effective strategy for Student with Emotional and Behavioral Disorder
Bowman-Perrott, L. (2009). Classwide peer tutoring: An effective strategy for students with emotional and behavioral disorders. Intervention in School and Clinic, 44(5), 259-267.
In this study, the note-taking skills of middle school students with LD were compared to peers with average and high achievement. The results indicate differences in the number and type of notes recorded between students with LD and their peers and differences in test performance of lecture content.
Boyle, J. R., & Forchelli, G. A. (2014). Differences in the note-taking skills of students with high achievement, average achievement, and learning disabilities. Learning and Individual Differences, 35, 9-14.
This book provides practitioners with a complete guide to implementing response to intervention (RTI) in schools.
Brown-Chidsey, R., & Steege, M. W. (2011). Response to intervention: Principles and strategies for effective practice. Guilford Press.
Meta-analytic procedures were used to analyze the link between skill proficiency and interventions categorized as addressing acquisition or fluency needs. Results suggest that the skill-by-treatment paradigm may be useful for matching skill levels in math to successful interventions and illustrate the need for additional research examining fluency interventions, particularly for students with instructional-level skills.
Burns, Matthew & Codding, Robin & Boice, Christina & Lukito, G.. (2010). Meta-Analysis of Acquisition and Fluency Math Interventions With Instructional and Frustration Level Skills: Evidence for a Skill-by-Treatment Interaction. School Psychology Review. 39. 69-83.
This study examines the effect of using preprinted response cards on academic responding, opportunities to respond, and correct academic responses of students with mild intellectual disability.
Cakiroglu, O. (2014). Effects of preprinted response cards on rates of academic response, opportunities to respond, and correct academic responses of students with mild intellectual disability. Journal of Intellectual and Developmental Disability, 39(1), 73-85.
Cameron, J., & Pierce, W. D. (1996). The debate about rewards and intrinsic motivation: Protests and accusations do not alter the results. Review of Educational Research, 66(1), 39–51.
In this study, the authors evaluate the efficacy of videotape analysis with structured expert consultation and self-evaluation to improve teacher candidates’ instructional delivery. A single-case, multiple-baseline, across-participants design was used to evaluate lesson components, rate of praise statements, and rate of opportunities to respond included by teacher candidates in their teaching.
Capizzi, A. M., Wehby, J. H., & Sandmel, K. N. (2010). Enhancing mentoring of teacher candidates through consultative feedback and self-evaluation of instructional delivery. Teacher Education and Special Education, 33(3), 191-212.
This book provide detailed information on how to systematically and explicitly teach essential reading skills. The procedures describe in this text have been shown to benefit all student, especially powerful with the most vulnerable learners, children who are at risk because of poverty, disability, or limited knowledge of English.
Carnine, D., Silbert, J., Kameenui, E. J., & Tarver, S. G. (1997). Direct instruction reading. Columbus, OH: Merrill.
This article discusses culturally responsive classrooms for Culturally and linguistically diverse (CLD) students with and at risk for disabilities within the context of culturally competent teachers, culturally effective instructional principles, and culturally appropriate behavior development. It discusses implications for educators and suggestions for a future agenda
Cartledge, G., & Kourea, L. (2008). Culturally responsive classrooms for culturally diverse students with and at risk for disabilities. Exceptional children, 74(3), 351-371.
A meta-analysis of the distributed practice effect was performed to illuminate the effects of temporal variables that have been neglected in previous reviews. This review found 839 assessments of distributed practice in 317 experiments located in 184 articles.
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological bulletin, 132(3), 354.
The author argues that there is a body of evidence that shows quite clearly how to teach so that students will learn far more than they are learning today. This reader-friendly volume provides evidence-based principles of effective teaching.
Chance, P. (2008). The teacher’s craft: The ten essential skills of effective teaching.Long Grove, IL: Waveland Press.
The oral reading of 65 first-graders experiencing difficulties in beginning reading was observed during primary reading instructional time. Findings indicate most instruction for struggling readers was not aligned with recent research on preventing reading difficulties, and even struggling readers receiving reading instruction aligned with best practices are making minimal progress.
Chard, D. J., & Kameenui, E. J. (2000). Struggling first-grade readers: The frequency and progress of their reading. The Journal of Special Education, 34(1), 28-38.
This meta-analysis looks at the effectiveness of two strategies in teaching motor skills to students: practice and reciprocal. The research examined two of the 11 teaching strategies identified in Mosston’s Spectrum of Teaching Styles designed for teachers in physical education. Six studies met the criteria for inclusion in this paper. The practice strategy involves the student in the decision-making process. The reciprocal strategy assigns each learner to a specific role: One learner performs the task and the other is the observer who offers immediate and ongoing feedback using a criteria sheet designed by the teacher. At the end of the practice, the students switch roles.
The study showed a very large effect size of 1.16 for the practice strategy, and a large effect size of 0.94 for the reciprocal strategy. It would not be surprising to see these particularly large effect sizes moderated in subsequent replication studies (Makel & Plucker, 2014; van Aert & van Assen, 2018). The study confirms previous research on reciprocal teaching as an effective instructional strategy. Reciprocal teaching has been found to be a powerful strategy for teaching reading and other academic subjects. John Hattie (1995) reported an effect size of 0.74 for reciprocal teaching. The takeaway from this meta-analysis is that practice and reciprocal styles have positive effects on motor skill acquisition.
Chatoupis, C., & Vagenas, G. (2018). Effectiveness of the practice style and reciprocal style of teaching: A meta-analysis. Physical Educator, 75(2), 175–194.
This study presents the Teacher Clarity Short Inventory (TCSI) as an alternative to existing measures of teacher clarity. Analyses revealed a 10 item scale with an acceptable factor structure, acceptable reliability and validity.
Chesebro, J. L., & McCroskey, J. C. (1998). The development of the teacher clarity short inventory (TCSI) to measure clear teaching in the classroom. Communication Research Reports, 15(3), 262-266.
This study evaluated the effects of using response cards during whole-group math instruction in a fourth-grade classroom, using an ABA research design.
Christle, C. A., & Schuster, J. W. (2003). The effects of using response cards on student participation, academic achievement, and on-task behavior during whole-class, math instruction. Journal of Behavioral Education, 12(3), 147-165.
This overview examines the current understanding of research on performance feedback as a way to improve teacher performance and student outcomes.
Cleaver, S., Detrich, R. & States, J. (2019). Overview of Performance Feedback. Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-evaluation-feedback.
Mathematics fluency is a critical component of mathematics learning yet few attempts have been made to synthesize this research base. Seventeen single-case design studies with 55 participants were reviewed using meta-analytic procedures.
Codding, R. S., Burns, M. K., & Lukito, G. (2011). Meta‐analysis of mathematic basic‐fact fluency interventions: A component analysis. Learning Disabilities Research & Practice, 26(1), 36-47.
The purpose of this appear is to describe a school-wide staff development model that is based on a proactive instructional approach to solving problem behavior on a school-wide basis and utilizes effective staff development procedures.
Colvin, G., Kameenui, E. J., & Sugai, G. (1993). Reconceptualizing behavior management and school-wide discipline in general education. Education and treatment of children, 361-381.
This study investigates the effect of a school-wide intervention plan, consisting of precorrection and active supervision strategies, on the social behavior of elementary students.
Colvin, G., Sugai, G., Good III, R. H., & Lee, Y. Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology Quarterly, 12(4), 344.
This systematic review of the literature examines the evidence behind teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction.
Common, E. A., Lane, K. L., Cantwell, E. D., Brunsting, N. C., Oakes, W. P., Germer, K. A., & Bross, L. A. (2019). Teacher-delivered strategies to increase students’ opportunities to respond: A systematic methodological review. Behavioral Disorders, 0198742919828310.
This study sought to investigate the impact of a supplemental program’s script on the rate of on-task and off-task instructional opportunities offered by the instructor for students to practice the specific skills targeted in lesson exercises.
Cooke, N. L., Galloway, T. W., Kretlow, A. G., & Helf, S. (2011). Impact of the script in a supplemental reading program on instructional opportunities for student practice of specified skills. The Journal of Special Education, 45(1), 28-42.
The author reviewed about 1,000 articles to synthesize 119 studies from 1948 to 2004 with 1,450 findings and 355,325 students. The meta-analysis design followed Mackay, Barkham, Rees, and Stiles’s guidelines, including comprehensive search mechanisms, accuracy and bias control, and primary study validity assessment.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of educational research, 77(1), 113-143.
Four experiments were conducted to examine variables associated with response practice as an instructional technique for individuals with intellectual disabilities. The results showed that the cover procedure generally did not enhance performance over and above that produced by practice alone, and written practice generally was not superior to oral practice.
Cuvo, A. J., Ashley, K. M., Marso, K. J., Zhang, B. L., & Fry, T. A. (1995). Effect of response practice variables on learning spelling and sight vocabulary. Journal of Applied Behavior Analysis, 28(2), 155-173.
This article describes what communication strategies are and provides an overview of the teachability issue, discussing the arguments for and against strategy instruction, and suggests three possible reasons for the existing controversy.
Dörnyei, Z. (1995). On the teachability of communication strategies. TESOL quarterly, 29(1), 55-85.
The present study used the instructional hierarchy to compare the effects of three instructional interventions (listening passage preview, subject passage preview, and taped words) on subjects' oral reading performance on word lists and passages.
Daly III, E. J., & Martens, B. K. (1994). A comparison of three interventions for increasing oral reading performance: Application of the instructional hierarchy. Journal of applied behavior analysis, 27(3), 459-469.
Examines the Instructional Hierarchy, a conceptual framework for refining the notion of academic responding according to a learning hierarchy and describing treatment components (e.g., modeling, drill, reinforcement, etc.) that correspond to different stages of the learning hierarchy.
Daly III, E. J., Lentz Jr, F. E., & Boyer, J. (1996). The Instructional Hierarchy: A conceptual model for understanding the effective components of reading interventions. School Psychology Quarterly, 11(4), 369.
Brief experimental analyses of oral reading fluency were conducted with 4 participants who had been referred by teachers and parents for reading problems. The procedures involved the sequential application of reading interventions to improve students’ oral reading fluency.
Daly III, E. J., Martens, B. K., Hamler, K. R., Dool, E. J., & Eckert, T. L. (1999). A brief experimental analysis for identifying instructional components needed to improve oral reading fluency. Journal of Applied Behavior Analysis, 32(1), 83-94.
In the current study, constant time delay (CTD) was embedded in classroom activities and routines to teach counting to young children. In addition, nontarget information (the color of the object) was included in the task direction. A multiple-probe design across numbers replicated across children was used.
Daugherty, S., Grisham-Brown, J., & Hemmeter, M. L. (2001). The effects of embedded skill instruction on the acquisition of target and nontarget skills in preschoolers with developmental delays. Topics in Early Childhood Special Education, 21(4), 213-221.
The monograph presents 15 papers on the provision of special education services within the regular classroom.
Deno, E. N. (1973). Instructional Alternatives for Exceptional Children.
To produce better outcomes for students two things are necessary: (1) effective, scientifically supported interventions (2) those interventions implemented with high integrity. Typically, much greater attention has been given to identifying effective practices. This review focuses on features of high quality implementation.
Detrich, R. (2014). Treatment integrity: Fundamental to education reform. Journal of Cognitive Education and Psychology, 13(2), 258-271.
Over the last fifty years, there have been many educational reform efforts, most of which have had a relatively short lifespan and failed to produce the promised results. One possible reason for this is for the most part these innovations have been poorly implemented. In this chapter, the author proposes a data-based decision making approach to assuring high quality implementation.
Detrich, R. Innovation, Implementation Science, and Data-Based Decision Making: Components of Successful Reform. In M. Murphy, S. Redding, and J. Twyman (Eds). Handbook on Innovations in Learning, 31. Charlotte, NC: Information Age Publishing
The articles in this special issue suggest that a focus upon specific educational practices has far mor e potential for advancing the field o f special (and general) education than an emphasis upon philosophies, metatheories, theories, or psychological schools that we will refer to as ideologies.
Dixon, R., & Carnine, D. (1994). Ideologies, practices, and their implications for special education. The Journal of Special Education, 28(3), 356-367.
This meta-analysis reviews 63 studies on the relationship between conditions of massed practice and spaced practice with respect to task performance, which yields an overall mean weighted effect size of 0.46.
Donovan, J. J., & Radosevich, D. J. (1999). A meta-analytic review of the distribution of practice effect: Now you see it, now you don't. Journal of Applied Psychology, 84(5), 795.
New data and analysis from the National Council on Teacher Quality finds significant progress on the science of reading instruction in teacher preparation.
Drake, G., & Walsh, K. (2020). 2020 teacher prep review: Program performance in early reading instruction. Washington, D.C.: National Council on Teacher Quality. Retrieved from www.nctq.org/publications/2020-Teacher-Prep-Review:-Program-Performance-in-Early-Reading-Instruction
The language of life as well as of science in attributing a memory to the mind attempts to point out the facts and their interpretation
Ebbinghaus, H. (2013). Memory: A contribution to experimental psychology. Annals of Neurosciences, 20(4), 155–156.
This monograph presents a synthesis of the literature on empirically supported effective teaching principles that have been derived from research on behavioral, cognitive, social-learning, and other theories.
Ellis, E. S., Worthington, L. A., & Larkin, M. J. (1994). research synthesis on effective teaching principles and the design of quality tools for educators.(Tech. Rep. No. 6). Eugene, OR: University of Oregon, National Center to Improve the Tools of Educators.
This study designed to discover which models were superior in teaching basic skills and which excelled in teaching higher-order thinking skills, also which models had kids with the strongest sense of personal responsibility and which kids had the highest self-images.
Engelmann, S. (2007). Teaching needy kids in our backward system: 42 years of trying. ADI Press.
This book compares what actually occurred since publication of A System of Logic with some of the more probable scenarios of what could have happened if education had been framed as a science that resides on a logical-empirical base.
Englemann, S., & Carnine, D. (2016). Could John Stuart Mill have saved our schools?. Attainment Company Inc.
Thirty-one studies were located in each of which students and faculty specified the instructional characteristics they considered particularly important to good teaching and effective instruction.
Feldman, K. A. (1988). Effective college teaching from the students' and faculty's view: Matched or mismatched priorities?. Research in Higher Education, 28(4), 291-329.
This paper aim to determine the correlation between teacher clarity and the mean class student learning (achievement gain) in normal public-education classes in English-speaking, industrialized countries.
Fendick, F. (1992). The correlation between teacher clarity of communication and student achievement gain: A meta-analysis.
This evidence on effective literacy teaching, which includes small group instruction, differentiation, and a response to intervention, presents a challenge for many teachers and schools.
Fisher, D. (2008). Effective use of the gradual release of responsibility model. Author Monographs, 1–4.
The current investigation is part of an ongoing line of research designed to identify critical instructional components for training new staff members in the implementation of behavior-analytic procedures, with the goal of approximating the efficiency of
indirect instructional methods while retaining the effectiveness of more direct methods.
Fisher, W. W., Kelley, M. E., & Lomas, J. E. (2003). Visual aids and structured criteria for improving visual inspection and interpretation of single‐case designs. Journal of applied behavior analysis, 36(3), 387-406.
This is a comprehensive literature review of the topic of Implementation examining all stages beginning with adoption and ending with sustainability.
Fixsen, D. L., Naoom, S. F., Blase, K. A., & Friedman, R. M. (2005). Implementation research: A synthesis of the literature.
This meta-analysis examined the impact of lecturing as compared to active methods of instruction on learning and course performance. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies).
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
This article examines the lecture as a pedagogical genre, as “a site where differences between media are negotiated” (Franzel) as these media coevolve. This examination shows the lecture as bridging oral communication with writing and newer media technologies, rather than as being superseded by newer electronic and digital forms.
Friesen, N. (2011). The lecture as a transmedial pedagogical form: A historical analysis. Educational researcher, 40(3), 95-102.
In this meta-analysis of studies that utilize formative assessment the authors report an effective size of .7.
Fuchs, L. S., & Fuchs, D. (1986). Effects of Systematic Formative Evaluation: A Meta-Analysis. Exceptional Children, 53(3), 199-208.
This article describes a research program conducted over the past 8 years to address how technology can be used to surmount these implementation difficulties. The research program focused on one variety of objective, ongoing assessments known as curriculum-based measurement, in the areas of reading, spelling, and math.
Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1993). Technological advances linking the assessment of students' academic proficiency to instructional planning. Journal of Special Education Technology, 12(1), 49-62.
The purpose of this classroom-based experiment was to explore methods for helping students generate conceptual mathematical explanations during peer-mediated learning activities.
Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N. B., Karns, K., & Dutka, S. (1997). Enhancing students' helping behavior during peer-mediated instruction with conceptual mathematical explanations. The Elementary School Journal, 97(3), 223-249.
A report entitled A Nation at Risk was published based on information distilled from commissioned research papers and public hearings. The report contains summaries of the papers and hearings; a list of findings in content, expectations, time, and teaching; a set of recommendations; and aspects of implementation related to con
Gardner, D. P., Larsen, Y. W., Baker, W., Campbell, A., & Crosby, E. A. (1983). A nation at risk: The imperative for educational reform (p. 65). Washington, DC: United States Department of Education.
High-school grades are often viewed as an unreliable criterion for college admissions, owing to differences in grading standards across high schools, while standardized tests are seen as methodologically rigorous, providing a more uniform and valid yardstick for assessing student ability and achievement. The present study challenges that conventional view. The study finds that high-school grade point average (HSGPA) is consistently the best predictor not only of freshman grades in college, the outcome indicator most often employed in predictive-validity studies, but of four-year college outcomes as well.
Geiser, S., & Santelices, M. V. (2007). Validity of High-School Grades in Predicting Student Success beyond the Freshman Year: High-School Record vs. Standardized Tests as Indicators of Four-Year College Outcomes. Research & Occasional Paper Series: CSHE. 6.07. Center for studies in higher education.
These papers provide up-to-date, informative summaries of current knowledge and a base from which further venture into the critical area of instructional intervention in special education can occur.
Gersten, R., Schiller, E. P., & Vaughn, S. R. (Eds.). (2000). Contemporary special education research: Syntheses of the knowledge base on critical instructional issues. Routledge.
Using the teacher‐centered systemic reform model as a framework, the authors explore the connection between chemistry instructors’ beliefs about teaching and learning and self‐efficacy beliefs, and their enacted classroom practices.
Gibbons, R. E., Villafañe, S. M., Stains, M., Murphy, K. L., & Raker, J. R. (2018). Beliefs about learning and enacted instructional practices: An investigation in postsecondary chemistry education. Journal of Research in Science Teaching, 55(8), 1111-1133.
This article evaluates the extent to which quantity of instruction influences time spent on self‐
study and achievement. The results suggest that time spent on self‐study is primarily a function of the degree of time allocated to instruction.
Gijselaers, W. H., & Schmidt, H. G. (1995). Effects of quantity of instruction on time spent on learning and achievement. Educational Research and Evaluation, 1(2), 183-201.
This paper provides students with an opportunity to improve their reading comprehension and text-based discussion skills. The activity, which can be used with intermediate and advanced learners, is ideal for English language learners in content classes and is particularly useful for building foundational knowledge of a new topic.
Giovacchini, M. (2017). Timed Partner Reading and Text Discussion. In English Teaching Forum (Vol. 55, No. 1, pp. 36-39). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.
The purpose of this study was to evaluate the effects of three active responding techniques (i.e., hand raising, choral responding, the response card) on student participation and ontask behavior in preschool children with attending problems.
Godfrey, S. A., Grisham-Brown, J., Schuster, J. W., & Hemmeter, M. L. (2003). The Effects of Three Techniques on Student Participation with Preschool Children with Attending Problems. Education & Treatment of Children, 26(3).
The report analyzes the evidence supporting those teaching methods commonly employed to increase student competency in becoming a fluent writer. The guide is for teachers, literacy coaches, principals, districts, and curriculum developers, and other educators.
Graham, S., Bollinger, A., Olson, C. B., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching Elementary School Students to Be Effective Writers: A Practice Guide. NCEE 2012-4058. What Works Clearinghouse.
A brief perspective is offered on the development and validation of one enabler—engagement in academic responding—and recent findings are provided of an effort to bridge the gap between research and practice by employing this knowledge in Title 1 elementary schools to improve instruction.
Greenwood, C. R., Horton, B. T., & Utley, C. A. (2002). Academic engagement: current perspectives in research and practice. School Psychology Review, 31(3).
This study examined teachers' relational approach to discipline as a predictor of high school students' behavior and their trust in teacher authority.
Gregory, A., & Ripski, M. B. (2008). Adolescent trust in teachers: Implications for behavior in the high school classroom. School Psychology Review, 37(3), 337.
This quantitative review examines 20 studies to establish an effect size of .71 for the impact of “metacognitive” instruction on reading comprehension.
Haller, E. P., Child, D. A., & Walberg, H. J. (1988). Can comprehension be taught? A quantitative synthesis of “metacognitive” studies. Educational researcher, 17(9), 5-8.
This paper will explain Round Tables, a practical, engaging alternative to the traditional classroom presentation. Round Tables are small groups of students, with each student given a specific speaking role to perform.
Harms, E., & Myers, C. (2013). Empowering students through speaking round tables. Language Education in Asia, 4(1), 39-59.
The Rise of Universities goes far beyond its central subject to offer a broad description of the social conditions in which universities took root and flourished.
Haskins, C. H. (2017). The rise of universities. Routledge.
Hattie’s book is designed as a meta-meta-study that collects, compares and analyses the findings of many previous studies in education. Hattie focuses on schools in the English-speaking world but most aspects of the underlying story should be transferable to other countries and school systems as well. Visible Learning is nothing less than a synthesis of more than 50.000 studies covering more than 80 million pupils. Hattie uses the statistical measure effect size to compare the impact of many influences on students’ achievement, e.g. class size, holidays, feedback, and learning strategies.
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
Offering a concise introduction into the ‘Visible Learning Story’, the book provides busy teachers with a guide to why the Visible Learning research is so vital and the difference it can make to learning outcomes.
Hattie, J., & Zierer, K. (2019). Visible Learning Insights. Routledge.
This study employs an alternating treatments design to investigate the effects of three types of opportunities to respond (i.e., individual, choral, and mixed responding) on sight words and syllable practice in six elementary students with behavioral problems.
Haydon, T., Conroy, M. A., Scott, T. M., Sindelar, P. T., Barber, B. R., & Orlando, A. M. (2010). A comparison of three types of opportunities to respond on student academic and social behaviors. Journal of Emotional and Behavioral Disorders, 18(1), 27-40.
The purpose of this article is to examine research on the effectiveness of guided notes. Results indicate that using guided notes has a positive effective on student outcomes, as this practice has been shown to improve accuracy of note taking and student test scores.
Haydon, T., Mancil, G. R., Kroeger, S. D., McLeskey, J., & Lin, W. Y. J. (2011). A review of the effectiveness of guided notes for students who struggle learning academic content. Preventing School Failure: Alternative Education for Children and Youth, 55(4), 226-231.
This article aimed to review the literature and examine and compare the effects of choral and individual responding. Results indicate a generally positive relationship between using choral responding versus individual responding on student variables such as active student responding, on-task behavior, and correct responses.
Haydon, T., Marsicano, R., & Scott, T. M. (2013). A comparison of choral and individual responding: A review of the literature. Preventing School Failure: Alternative Education for Children and Youth, 57(4), 181-188.
This book reveal the anatomy of ideas that stick and explain ways to make ideas stickier, such as applying the human scale principle, using the Velcro Theory of Memory, and creating curiosity gaps. Along the way, we discover that sticky messages of all kinds draw their power from the same six traits.
Heath, C., & Heath, D. (2007). Made to stick: Why some ideas survive and others die. Random House.
ASR [active student response] can be defined as an observable response made to an instructional antecedent / [compare ASR] to other measures of instructional time and student engagement / 3 benefits of increasing the frequency of ASR during instruction are discussed.
Heward, W. L. (1994). Three" low-tech" strategies for increasing the frequency of active student response during group instruction.
This article discusses 10 such notions that the author believes limit the effectiveness of special education by impeding the adoption of research-based instructional practices.
Heward, W. L. (2003). Ten faulty notions about teaching and learning that hinder the effectiveness of special education. The journal of special education, 36(4), 186-205.
This paper briefly discuss some pros and con of lecturing as a teaching method, describe how a strategy called "guided notes" can make lecturing more effective, and offer some specific suggestions for developing and using guided notes.
Heward, W. L. (2004). Want to improve the effectiveness of your lectures? Try guided notes. Talking About Teaching.
This book for teachers in the area of Special Education looks at highly effective, research-based practices described in a very step-by-step, applied manner.
Heward, W. L. (2012). Exceptional Children: An Introduction to Special Education. Pearson.
There are numerous practical strategies for increasing active student response during group instruction. One of these strategies, Choral Responding, is the subject of this article.
Heward, W. L., Courson, F. H., & Narayan, J. S. (1989). Using choral responding to increase active student response. Teaching Exceptional Children, 21(3), 72-75.
This study aimed to examine active instruction and engagement across elementary, middle, and high schools using a large database of direct classroom observations.
Hollo, A., & Hirn, R. G. (2015). Teacher and student behaviors in the contexts of grade-level and instructional grouping. Preventing School Failure: Alternative Education for Children and Youth, 59(1), 30-39.
This paper investigates organizational characteristics and conditions in schools that drive staffing problems and teacher turnover.
Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.
This study examines longitudinal from nine high schools nominated as leading practitioners of Continuous Improvement (CI) practices. The researchers compared continuous improvement best practices to teachers actual use of data in making decisions. The study found teachers to be receptive, but also found that significant obstacles were interfering with the effective use of data that resulted in changes in instruction.
Ingram, D., Louis, K. S., & Schroeder, R. G. (2004). Accountability policies and teacher decision making: Barriers to the use of data to improve practice. Teachers College Record, 106(6), 1258-1287.
Focusing on elementary classrooms, chapters include: Students' Feelings about School; Involvement and Withdrawal in the Classroom; Teachers Views; The Need for New Perspectives.
Jackson, P. W. (1990). Life in classrooms. Teachers College Press.
An alternating treatments design with a best treatments phase was used to compare two active student response (ASR) conditions and one on-task (OT) condition on the acquisition and maintenance of social studies facts during computer-assisted instruction.
Jerome, A., & Barbetta, P. M. (2005). The effect of active student responding during computer-assisted instruction on social studies learning by students with learning disabilities. Journal of Special Education Technology, 20(3), 13-23.
Demonstrates the experimenting society model using data-based decision making and collaborative consultation to evaluate behavior-management intervention strategies in 25 seventh graders. Each intervention results in improved behavior, but active teaching of classroom rules was determined to be most effective.
Johnson, T. C., Stoner, G., & Green, S. K. (1996). Demonstrating the Experimenting Society Model with Classwide Behavior Management Interventions. School Psychology Review, 25(2), 199-214.
This book provides research as well as case studies of successful professional development strategies and practices for educators.
Joyce, B. R., & Showers, B. (2002). Student achievement through staff development. ASCD.
Managing Classroom Behavior summarizes principles of good instruction, the acting-out cycle, and how to work with students, other teachers, and parents.
Kauffman, J. M., Mostert, M. P., & Hallahan, D. P. (1993). Managing classroom behavior: A reflective case-based approach. New York: Allyn and Bacon.
The nature of effective instruction for students with specific learning disability is explored.
Kavale, K. A. (2005). Effective Intervention for Students with Specific Learning Disability: The Nature of Special Education. Learning Disabilities: A Multidisciplinary Journal, 13(4), 127-138.
Responsiveness to intervention (RTI) is being proposed as an alternative model for making decisions about the presence or absence of specific learning disability. The author argue that there are many questions about RTI that remain unanswered, and radical changes in proposed regulations are not warranted at this time.
Kavale, K. A. (2005). Identifying specific learning disability: Is responsiveness to intervention the answer?. Journal of Learning Disabilities, 38(6), 553-562.
The authors proposed a preliminary FI theory (FIT) and tested it with moderator analyses. The central assumption of FIT is that FIs change the locus of attention among 3 general and hierarchically organized levels of control: task learning, task motivation, and meta-tasks (including self-related) processes.
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological bulletin, 119(2), 254.
this study presents and apply a framework for measuring the cost of coaching programs to 3 schools. Then the study discusses strategies for reducing the average cost of instructional coaching.
Knight, D. S. (2012). Assessing the cost of instructional coaching. Journal of Education Finance, 52-80.
This article discusses instructional coaching as well as the eight factors that can increase the likelihood that coaching will be a real fix for a school.
Knight, J. (2006). Instructional Coaching. School Administrator, 63(4), 36.
This book offers strategies that make a difference in student learning including: content planning, instructional practices, and community building.
Knight, J. (2013). High-impact Instruction: A Framework for Great Teaching. Corwin Press.
The purpose of this article is to provide teachers with several suggestions for creating and using guided notes to enhance other effective teaching methods, support students’ studying, and promote higher order thinking.
Konrad, M., Joseph, L. M., & Itoi, M. (2011). Using guided notes to enhance instruction for all students. Intervention in school and clinic, 46(3), 131-140.
This study examined the effects of in-service support plus coaching on kindergarten teachers’ accurate delivery of group instructional units in math.
Kretlow, A. G., Wood, C. L., & Cooke, N. L. (2011). Using in-service and coaching to increase kindergarten teachers’ accurate delivery of group instructional units. The Journal of Special Education, 44(4), 234-246.
This study examined the effects of in-service support plus coaching on kindergarten teachers’ accurate delivery of group instructional units in math.
Kretlow, A. G., Wood, C. L., & Cooke, N. L. (2011). Using in-service and coaching to increase kindergarten teachers’ accurate delivery of group instructional units. The Journal of Special Education, 44(4), 234-246.
This paper provides a review of the theoretical discussions and practical studies relating to fluency instruction and reading development.
Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of educational psychology, 95(1), 3.
A meta‐analysis of the relationship between science instruction and student engagement was performed. The 16 studies represented a total of 4518 students and 376 teachers from the United States and Australia.
Kumar, D. D. (1991). A Meta‐analysis of the Relationship between Science Instruction and Student Engagement. Educational Review, 43(1), 49-61.
The authors evaluated the effects of response cards on the disruptive behavior and academic responding of students in two urban fourth-grade classrooms.
Lambert, M. C., Cartledge, G., Heward, W. L., & Lo, Y. Y. (2006). Effects of response cards on disruptive behavior and academic responding during math lessons by fourth-grade urban students. Journal of Positive Behavior Interventions, 8(2), 88-99.
In this discussion, we examine the relationship between science and education and delineate four reasons for characterizing science as an uninvited guest in schools.
Landrum, T. J., & Tankersley, M. (2004). Science in the schoolhouse: An uninvited guest. Journal of Learning Disabilities, 37(3), 207-212.
This study examined the effectiveness of social skills instruction for seven elementary-age students at risk for antisocial behavior who were unresponsive to a school wide primary intervention program
Lane, K. L., Wehby, J., Menzies, H. M., Doukas, G. L., Munton, S. M., & Gregg, R. M. (2003). Social skills instruction for students at risk for antisocial behavior: The effects of small-group instruction. Behavioral Disorders, 28(3), 229-248.
A study of 27 promising programs reveals 8 common reasons that educational innovations fail, including disenchanted practitioners; departure of innovation supporters; lack of personnel training; disappearing funding; inadequate supervision; and lack of accountability, administrative support, and termination consequences. Innovations succeed by avoiding overload, complementing school mission, and securing board approval
Latham, G. (1988). The birth and death cycles of educational innovations. Principal, 68(1), 41-43.
Headsprout Early Reading™ is a new engaging, Internet-based reading program that effectively teaches the essential skills and strategies required for rapid reading success.
Layng, T. J., Twyman, J. S., & Stikeleather, G. (2003). Headsprout Early Reading: Reliably teaching children to read. Behavioral technology today, 3(7), 20.
This study uses longitudinal administrative data to examine the relationship between third- grade reading level and four educational outcomes: eighth-grade reading performance, ninth-grade course performance, high school graduation, and college attendance.
Lesnick, J., Goerge, R., Smithgall, C., & Gwynne, J. (2010). Reading on grade level in third grade: How is it related to high school performance and college enrollment. Chicago: Chapin Hall at the University of Chicago, 1, 12.
This article provides a summary of measuring the fiscal impact of practices in education
Levin, H. M., & McEwan, P. J. (2002). Cost-effectiveness and educational policy. Larchmont, NY: Eye on Education.
The authors examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on the social behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders.
Lo, Y. Y., Loe, S. A., & Cartledge, G. (2002). The effects of social skills instruction on the social behaviors of students at risk for emotional or behavioral disorders. Behavioral Disorders, 27(4), 371-385.
This article identifies a number of conceptual and methodological issues that should be considered when conducting and interpreting reading intervention research.
Lyon, G. R., & Moats, L. C. (1997). Critical conceptual and methodological considerations in reading intervention research. Journal of learning disabilities, 30(6), 578-588.
This meta-analysis research cover all major domains in which deliberate practice has been investigated in search of empirical evidence. The authors conclude that deliberate practice is important, but not as important as has been argued.
Macnamara, B. N., Hambrick, D. Z., & Oswald, F. L. (2014). Deliberate practice and performance in music, games, sports, education, and professions: A meta-analysis. Psychological science, 25(8), 1608-1618.
This study focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils’ academic performance.
Maheady, L., Harper, G. F., Mallette, B., & Karnes, M. (2004). Preparing preservice teachers to implement class wide peer tutoring. Teacher Education and Special Education, 27(4), 408-418.
This paper presents an early field-based course and applied teaching project to examine teaching practices and pupil outcomes.
Maheady, L., Jabot, M., Rey, J., & Michielli-Pendl, J. (2007). An early field-based experience and its impact on pre-service candidates' teaching practice and their pupils' outcomes. Teacher Education and Special Education, 30(1), 24-33.
In this special issue, this Journal introduce a fourth peer teaching model, Classwide Student Tutoring Teams. This journal also provide a comprehensive analysis of common and divergent programmatic components across all four models and discuss the implications of this analysis for researchers and practitioners alike.
Maheady, L., Mallette, B., & Harper, G. F. (2006). Four classwide peer tutoring models: Similarities, differences, and implications for research and practice. Reading & Writing Quarterly, 22(1), 65-89.
Using an alternating treatments design, the authors compared the effects of Response Cards, Numbered Heads Together, and Whole Group Question and Answer on 6th graders daily quiz scores and pretest-posttest performance in chemistry, and examined how each instructional intervention affected teacher questioning and student responding patterns in class.
Maheady, L., Michielli-Pendl, J., Mallette, B., & Harper, G. F. (2002). A collaborative research project to improve the academic performance of a diverse sixth grade science class. Teacher Education and Special Education, 25(1), 55-70.
This research synthesis examines instructional research in a functional manner to provide guidance for classroom practitioners.
Marzano, R. J. (1998). A Theory-Based Meta-Analysis of Research on Instruction.
How does classroom management affect student achievement? What techniques do
teachers find most effective? How important are schoolwide policies and practices in setting
the tone for individual classroom management? In this follow-up to What Works in Schools,
Robert J. Marzano analyzes research from more than 100 studies on classroom
management to discover the answers to these questions and more. He then applies these
findings to a series of" Action Steps"--specific strategies.
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
This is a study of classroom management on student engagement and achievement.
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Ascd
This research examines the relationship between noise and preschool children's acquisition of prereading skills, environmental factors in preschool inclusive classrooms, and children's use of outdoorplay equipment.
Maxwell, L. E. (1996). Multiple effects of home and day care crowding. Environment and Behavior, 28(4), 494-511.
The effects of a cloze procedure developed from transfer feature theory of processing in reading on immediate and delayed recall of good and poor readers were studied
Mcgee, L. M. (1981). Effects of the Cloze Procedure on Good and Poor Readers' Comprehension. Journal of Reading Behavior, 13(2), 145-156.
This report offers recommendations for the implementation of standards-based reform and outlines possible consequences for policy changes. It summarizes both the vision and intentions of standards-based reform and the arguments of its critics.
McLaughlin, M. W., & Shepard, L. A. (1995). Improving Education through Standards-Based Reform. A Report by the National Academy of Education Panel on Standards-Based Education Reform. National Academy of Education, Stanford University, CERAS Building, Room 108, Stanford, CA 94305-3084..
The constituent parts of a five component behavioural intervention package are described and the effect of the intervention on the on‐task behaviour of two “disruptive” secondary school classes reported.
McNamara, E., Evans, M., & Hill, W. (1986). The reduction of disruptive behaviour in two secondary school classes. British Journal of Educational Psychology, 56(2), 209-215.
Should U.S. students be doing more math practice and drilling in their classrooms? That’s the suggestion from last week’s most emailed New York Times op-ed. The op-ed’s author argued that more practice and drilling could help narrow math achievement gaps. These gaps occur in the U.S. by the primary grades.
Morgan, P. L. (2018). Should U.S. students do more math practice and drilling? Psychology Today.Retrieved from https://www.psychologytoday.com/us/blog/children-who-struggle/201808/should-us-students-do-more-math-practice-and-drilling
This meta-analysis reports on the overall effectiveness of video analysis when used with special educators, as well as on moderator analyses related to participant and instructional characteristics.
Morin, K. L., Ganz, J. B., Vannest, K. J., Haas, A. N., Nagro, S. A., Peltier, C. J., … & Ura, S. K. (2019). A systematic review of single-case research on video analysis as professional development for special educators. The Journal of Special Education, 53(1), 3-14.
This article presents findings from the authors' exploratory study of 12 instructionally effective
school districts (IESD) in California.
Murphy, J., & Hallinger, P. (1988). Characteristics of instructionally effective school districts. The Journal of educational research, 81(3), 175-181.
The use of response cards during large-group social studies instruction was evaluated in a fourthgrade classroom. The experiment consisted of two conditions, hand raising and write-on response cards, alternated in an ABAB design.
Narayan, J. S., Heward, W. L., Gardner III, R., Courson, F. H., & Omness, C. K. (1990). Using response cards to increase student participation in an elementary classroom. Journal of Applied Behavior Analysis, 23(4), 483-490.
The National Assessment of Educational Progress (NAEP) is a national assessment of what America's students know in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history.
Nation’s Report Card. (2017). U.S. Department of Education, Institute of Education Sciences, National Center for Educational Statistics. Retrieved from the NAEP Data Explorerhttp://nces.ed.gov/nationsreportcard/naepdata/
In this article, the author argue that classroom teaching is structured by ritualized routines supported by widely held myths about learning and ability that are acquired through our common experiences as students.
Nuthall, G. (2005). The cultural myths and realities of classroom teaching and learning: A personal journey. Teachers College Record, 107(5), 895-934.
This Campbell systematic review examines the effect of multi‐component teacher classroom management programmes on disruptive or aggressive student behaviour and which management components are most effective.
Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011). Teacher classroom management practices: Effects on disruptive or aggressive student behavior. Campbell Systematic Reviews, 7(1), 1-55.
The school year and day length have varied over time and across localities depending on the particular needs of the community. Proponents argue that extending time will have learning and nonacademic benefits. Opponents suggest increased time is not guaranteed to lead to more effective instruction and suggest other costs.
Patall, E. A., Cooper, H., & Allen, A. B. (2010). Extending the school day or school year: A systematic review of research (1985–2009). Review of educational research, 80(3), 401-436.
The partiality of the lecture format has been made visible by studies that compare it with a different style of instruction, called active learning. This approach provides increased structure, feedback and interaction, prompting students to become participants in constructing their own knowledge rather than passive recipients.
Paul, A. M. (2015). Are college lectures unfair. The New York Times, 9, 12.
a written guide for Active Student Response Strategies.
Pearce, A. R. (2011). Active student response strategies. CDE Facilities Seminar. Retrieved from http://www.cde.state.co.us/sites/default/files/documents/facilityschools/download/pdf/edmeetings_04apr2011_asrstrategies.pdf
This report provides new information on the impact of teacher quality on student achievement and offers specific steps states should take to remedy the persistent practice of denying the best teachers to the children who need them the most.
Peske, H. G., & Haycock, K. (2006). Teacher inequality: How poor and minority students are shortchanged on teacher quality. Retrieved from The Education Trust website: http:// www.edtrust.org/dc/publication/teaching-inequality-how-poor-and-minority-students-areshortchanged-on-teacher-qualit
The effects of active participation on student learning of simple probability was investigated using 20 fifth-grade classes randomly assigned to level of treatment. t was concluded that active student participation exerts a positive influence on fifth-grade student achievement of relatively unique instructional material.
Pratton, J., & Hales, L. W. (1986). The effects of active participation on student learning. The Journal of Educational Research, 79(4), 210-215.
Reading fluency instruction: Moving beyond accuracy, automaticity, and prosody.
Rasinski, T. (2006). Reading fluency instruction: Moving beyond accuracy, automaticity, and prosody. The Reading Teacher, 59(7), 704-706.
The terms cloze procedure and cohesion are associated with reading development. Specifically, doze applies to the testing and teaching of reading while cohesion applies to a description of how the way in which reading material is written can affect reading development.
Raymond, P. (1988). Cloze procedure in the teaching of reading. TESL Canada Journal, 6(1), 91–97.
The authors extend Mangan's account of fringe consciousness by discussing their work on processing experiences. This research shows that variations in speed at different stages of perceptual processing can jointly contribute to subjective processing ease, supporting Mangan's notion that different mental processes condense into one subjective experience.
Reber, R., Fazendeiro, T. A., & Winkielman, P. (2002). Processing fluency as the source of experiences at the fringe of consciousness. Psyche, 8(10), 1-21.
Instructional theory describes a variety of methods of instruction (different ways of facilitating human learning and development) and when to use--and not use--each of those methods. It is about how to help people learn better.
Reigeluth, C. M. (1999). The elaboration theory: Guidance for scope and sequence decisions. Instructional design theories and models: A new paradigm of instructional theory, 2, 425-453.
The present study assessed the relative strength of daily rule review and rehearsal on student behavior when such procedures were added to a token economy. The token program was designed to increase appropriate classroom behaviors of disruptive boys attending a multi categorical resource room.
Rosenberg, M. S. (1986). Maximizing the effectiveness of structured classroom management programs: Implementing rule-review procedures with disruptive and distractible students. Behavioral Disorders, 11(4), 239-248.
This book examines the major themes of instruction and gives a step-by-step outline of the consultation process from referral to the final report.
Rosenfield, S. (2013). Instructional consultation. Routledge.
This article discuss about automaticity theory and attempt to do 2 things: 1. describe automaticity theory and its practical applications; and 2. explain some of the new ideas about automaticity.
Samuels, S. J. (1994). Toward a theory of automatic information processing in reading, revisited.
The Tennessee Value-Added Assessment System determines the effectiveness of school systems, schools, and teachers based on student academic growth over time. Research conducted utilizing data from the TVAAS database has shown that race, socioeconomic level, class size, and classroom heterogeneity are poor predictors of student academic growth. Rather, the effectiveness of the teacher is the major determinant of student academic progress.
Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement.
This book looks at research and theoretical models used to define educational effectiveness with the intent on providing educators with evidence-based options for implementing school improvement initiatives that make a difference in student performance.
Scheerens, J. and Bosker, R. (1997). The Foundations of Educational Effectiveness. Oxford:Pergmon
The purpose of this study was to examine the effects of multilevel support on first-grade teachers' accurate use of research-based strategies during beginning reading instruction and the extent to which teachers maintained use of these strategies.
Schnorr, C. I. (2013). Effects of multilevel support on first-grade teachers' use of research-based strategies during beginning reading instruction (Doctoral dissertation, The University of North Carolina at Charlotte).
Teacher-centered instruction implies a high degree of teacher direction and a focus of students on academic tasks. And it vividly contrasts with student-centered or constructivist approaches in establishing a leadership role for the teacher
Schug, M. C. (2003). Teacher-centereed instruction. Where did social studies go wrong, 94-110.
This study examines the influence of principal leadership in high schools on classroom instruction and student achievement through key organizational factors, including professional capacity, parent–community ties, and the school’s learning climate.
Sebastian, J., & Allensworth, E. (2012). The Influence of Principal Leadership on Classroom Instruction and.
This paper will describe a set of five measure-able indicators from three domains of evaluation that schools can use to obtain frequent feedback on the impact of their RTI system on reading instruction and achievement.
Shapiro, E. S., & Clemens, N. H. (2009). A conceptual model for evaluating system effects of response to intervention. Assessment for Effective Intervention, 35(1), 3-16.
The purpose of this article was to describe the developmental effects of one elementary physical education teacher's proactive teaching of prosocial behavior. An ABA (B) design coupled with a control group comparison across six matched urban physical education classes was used to assess the teaching strategy.
Sharpe, T., Crider, K., Vyhlidal, T., & Brown, M. (1996). Description and effects of prosocial instruction in an elementary physical education setting. Education & Treatment of Children, 19(4), 435.
As the successor to one of NASP's most popular publications, Interventions for Academic and Behavior Problems II offers the latest in evidence-based measures that have proven to create safer, more effective schools.
Shinn, M. R., Walker, H. M., & Stoner, G. E. (2002). Interventions for academic and behavior problems II: Preventive and remedial approaches. National Association of School Psychologists.
The purpose of this paper is to describe a systematic literature search to identify evidence-based classroom management practices.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380.
In 2 experiments, each involving different mathematical operations, we compared 2 training procedures for teaching component math skills in terms of their effects on the learning and long-term maintenance of composite skills.
Singer-Dudek, Jessica & Greer, R.. (2005). A Long-Term Analysis of the Relationship Between Fluency and the Training and Maintenance of Complex Math Skills. The Psychological Record. 55. 10.1007/BF03395516.
Replication has taken on more importance recently because the ESSA evidence standards only require a single positive study. To meet the strong, moderate, or promising standards, programs must have at least one “well-designed and well-implemented” study using randomized (strong), matched (moderate), or correlational (promising) designs and finding significantly positive outcomes.
Slavin, R. (2019). Replication. [Blog post]. Retrieved from https://robertslavinsblog.wordpress.com/2019/01/24/replication/
In this grounded theory study, 19 teachers were interviewed and then, in constant comparative fashion, the interview data were analyzed. The theoretical model that emerged from the data describes novice teachers' tendencies to select and implement differing strategies related to the severity of student behavior.
Smart, J. B., & Igo, L. B. (2010). A grounded theory of behavior management strategy selection, implementation, and perceived effectiveness reported by first-year elementary teachers. The Elementary School Journal, 110(4), 567-584.
A commentary on: Retrieval practice protects memory against acute stress
Smith, A. M., Floerke, V. A., & Thomas, A. K. (2016). Retrieval practice protects memory against acute stress. Science, 354(6315), 1046-1048.
Comprehensively succinct and advanced in its scope, this widely adopted text addresses the full-range of curriculum and instructional topics involved in educating individuals with moderate, severe, and multiple disabilities.
Snell, M. E., & Brown, F. E. (2011). Instruction of Students with Severe Disabilities: Pearson New International Edition. Pearson Higher Ed.
The purpose of this study was to examine academic responding and its associated instructional correlates for students in title I and non Title I school program
Stanley, S. O., & Greenwood, C. R. (1983). How much “opportunity to respond” does the minority disadvantaged student receive in school?.
This analysis examined the cost effectiveness of research from Stuart Yeh on common sturctural interventions in education. Additionally, The Wing Institute analyzes class-size reduction using Yeh's methods.
States, J. (2009). How does class size reduction measure up to other common educational interventions in a cost-benefit analysis? Retrieved from how-does-class-size.
This reviews looks at the issue, do longer school days and longer school years improve student achievement?
States, J. (2011). Does a longer school year or longer school day improve student achievement scores? Retrieved from does-longer-school-year.
In this overview, classroom management strategies have been grouped into four essential areas: rules and procedures, proactive management, well-designed and delivered instruction, and disruptive behavior management. These strategies are devised for use at both school and classroom levels.
States, J., Detrich, R. & Keyworth, R. (2017). Overview of Classroom Management.Oakland, CA: The Wing Institute. https://www.winginstitute.org/effective-instruction-classroom.
Active Student Responding (ASR) is a strategies that designed to engage all students regardless of class size. ASR avoids the common problem of having only high achievers answer questions while low achievers remain silent, thus escaping detection. ASR strategies include; guided notes, response slates, response cards, and choral responding.
States, J., Detrich, R. & Keyworth, R. (2019). Active Student Responding (ASR) Overview.Oakland, CA: The Wing Institute. https://www.winginstitute.org/instructional-delivery-student-respond
This paper analyzed the results of research on the effects of ability grouping and acceleration on students' academic achievement. Nineteen meta-analyses were met criteria for inclusion for the review. Results were found for improved academic achievement within-class grouping, cross-grade grouping by subject, and grouping for the gifted. No positive effects were identified for between-class grouping. The results were consistent regardless of whether students were high, medium, or low achievers. The study found acceleration appeared to have a positive, moderate, and statistically significant impact on students’ academic achievement.
Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016). What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K–12 Students’ Academic Achievement: Findings of Two Second-Order Meta-Analyses. Review of Educational Research, 86(4), 849-899.
This article presents an analysis of data collected across 35 general education classrooms in four elementary schools, assessing instructional variables associated with OTR. The relationship among opportunities to respond (OTR), measures of classroom management, and student work products was analyzed across Title and non-Title schools.
Stichter, J. P., Lewis, T. J., Whittaker, T. A., Richter, M., Johnson, N. W., & Trussell, R. P. (2009). Assessing teacher use of opportunities to respond and effective classroom management strategies: Comparisons among high-and low-risk elementary schools. Journal of Positive Behavior Interventions, 11(2), 68-81.
A synthesis and meta-analysis of the extant research on the effects of reading interventions delivered using social studies content for students with learning disabilities in kindergarten through Grade 12 is provided.
Swanson, E., Hairrell, A., Kent, S., Ciullo, S., Wanzek, J. A., & Vaughn, S. (2014). A synthesis and meta-analysis of reading interventions using social studies content for students with learning disabilities. Journal of Learning Disabilities, 47(2), 178-195.
The purpose of this article is to identify the components of various instructional models that best predicted effect sizes for adolescents with learning disabilities. Three important findings emerged.
Swanson, H. L., & Hoskyn, M. (2001). Instructing adolescents with learning disabilities: A component and composite analysis. Learning Disabilities Research & Practice, 16(2), 109-119.
The results of this study confirm that early literacy instruction is most effective when focused on print-to-sound relationships (phonics) rather than on meaning. The benefits of print-to-sound training were found to be superior to print-to-meaning training for these reasons: (a) Reading aloud trained words learned phonetically was faster and more accurate, (b) generalization in reading aloud untrained words was faster, and (c) comprehension of written words was more accurate earlier in learning.
Taylor, J. S. H., Davis, M. H., & Rastle, K. (2017, April 20). Comparing and validating methods of reading instruction using behavioural and neural findings in an artificial orthography. Journal of Experimental Psychology: General. Advance online publication.
The meta-analysis looks at the effect of enhanced instruction on motor skill acquisition of 4-5 yr old children and 4th-21th graders in Israel.
Tenenbaum, G., & Goldring, E. (1989). A meta-analysis of the effect of enhanced instruction: Cues, participation, reinforcement and feedback and correctives on motor skill learning. Journal of Research & Development in Education. 22(3) 53-64.
This book target regular and special education teachers who implement PBS in their classrooms. The book also serves as an essential resources for preservice teachers who are developing their classroom management skills. it focuses on practical strategies to prevent and reduce behavioral problems and enhance student learning.
Tincani, M. (2011). Preventing challenging behavior in your classroom: Positive behavior support and effective classroom management. Sourcebooks, Inc..
Student engagement is critical to academic success. High-Active Student Response (ASR) teaching techniques are an effective way to improve student engagement and are an important component of evidence-based practice. . This report provides techniques and strategies to enhance engagement through ASR. Key terms are appended.
Tincani, M., & Twyman, J. S. (2016). Enhancing Engagement through Active Student Response. Center on Innovations in Learning, Temple University.
This article reports the findings of two meta-analyses that explored the relationship between teacher clarity and student learning. Combined, the results suggest that teacher clarity has a larger effect for student affective learning than for cognitive learning. However, neither the effects for cognitive learning nor affective learning were homogeneous.
Titsworth, S., Mazer, J. P., Goodboy, A. K., Bolkan, S., & Myers, S. A. (2015). Two meta-analyses exploring the relationship between teacher clarity and student learning. Communication Education, 64(4), 385-418.
Five recent studies of methods to prevent reading difficulties were examined in light of the goal that every child should acquire adequate word reading skills during early elementary school.
Torgesen, J. K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research & Practice, 15(1), 55-64.
This article layout two sets of findings: (1) what we know about the kind of instruction that weak readers need in kindergarten through second grade to prevent them from ever entering the downward spiral, and (2) what we know about the effectiveness of interventions that make use of this knowledge.
Torgesen, J. K. (2004). Preventing early reading failure. American Educator, 28(3), 6-9.
Sixty children with severe reading disabilities were randomly assigned to two instructional
programs that incorporated principles of effective instruction but differed in depth and extent
of instruction in phonemic awareness and phonemic decoding skills
Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of learning disabilities, 34(1), 33-58.
This experiment evaluated the effects of requiring overt answer construction in computer-based programmed instruction using an alternating treatments design.
Tudor, R. M. (1995). Isolating the effects of active responding in computer‐based instruction. Journal of Applied Behavior Analysis, 28(3), 343-344.
A group experimental design compared passive reading, covert responding to frame blanks, and actively typing answers to blanks with and without immediate confirmation of correctness. Results strongly supported the effectiveness of requiring the student to supply fragments of a terminal repertoire while working through a program.
Tudor, R. M., & Bostow, D. E. (1991). Computer‐programmed instruction: The relation of required interaction to practical application. Journal of Applied Behavior Analysis, 24(2), 361-368.
This paper argues that ineffective practices in schools carry a high price for consumers and suggests that school systems consider the measurable yield in terms of gains in student achievement for their schooling effort.
VanDerHeyden, A. (2013). Are we making the differences that matter in education. In R. Detrich, R. Keyworth, & J. States (Eds.),Advances in evidence-‐based education: Vol 3(pp. 119–138). Oakland, CA: The Wing Institute. Retrieved from http://www.winginstitute.org/uploads/docs/Vol3Ch4.pdf
This book offers a concise overview of the features of RTI, instruction for its implementation, and post-implementation guidelines for assessing whether a program has been effective.
VanDerHeyden, A. M., & Burns, M. K. (2010). Essentials of response to intervention (Vol. 79). John Wiley & Sons.
Keeping RTI on Track is a resource to assist educators overcome the biggest problems associated with false starts or implementation failure. Each chapter in this book calls attention to a common error, describing how to avoid the pitfalls that lead to false starts, how to determine when you're in one, and how to get back on the right track.
Vanderheyden, A. M., & Tilly, W. D. (2010). Keeping RTI on track: How to identify, repair and prevent mistakes that derail implementation. LRP Publications.
Two studies are reported that provide correlational and experimental evidence for causal relationships between linguistic coding deficits and reading disability.
Vellutino, F. R., & Scanlon, D. M. (1987). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly (1982-), 321-363.
This literature review examines the impact of various instructional methods
Walberg H. J. (1999). Productive teaching. In H. C. Waxman & H. J. Walberg (Eds.) New directions for teaching, practice, and research (pp. 75-104). Berkeley, CA: McCutchen Publishing.
In this study, the National Council on Teacher Quality makes a unique effort to learn what aspiring teachers are taught about reading instruction.
Walsh, K., Glaser, D., & Wilcox, D. D. (2006). What education schools aren't teaching about reading and what Elementary teachers aren't learning. National Council on Teacher Quality.
This is a meta-review and synthesis of the research on the variables related learning.
Wang, M. C., Haertel, G. D., & Walberg, H. J. (1990). What influences learning? A content analysis of review literature. The Journal of Educational Research, 30-43.
Wenglinsky, H. (2002). How schools matter: The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10(12).
Studies of the effectiveness of Direct Instruction programs with special education students
were examined in a meta-analysis comparison. To be included, the outcomes had to be
compared with outcomes for some other treatment to which students were assigned prior to
any interventions. Not one of 25 studies showed results favoring the comparison groups.
Fifty-three percent of the outcomes significantly favored DI with an average magnitude of
effect of. 84 standard deviation units. The effects were not restricted to a particular handicapping condition, age group or skill area.
White, W. A. T. (1988). A meta-analysis of the effects of direct instruction in special education. Education and Treatment of Children, 11(4), 364–374.
On the one hand, it seems obvious that practice is important. After all, "practice makes perfect." On the other hand, it seems just as obvious that practicing the same material again and again would be boring for students. How much practice is the right amount?
Willingham, D. T. (2004). Ask the Cognitive Scientist Practice Makes Perfect, But Only If You Practice Beyond the Point of Perfection. American Educator, 28(1), 31-33.
The cognitive principle that guides this article is: People are naturally curious, but they are not naturally good thinkers; unless the cognitive conditions are right, people will avoid thinking.
Willingham, D. T. (2009). Why don't students like school?: A cognitive scientist answers questions about how the mind works and what it means for the classroom. John Wiley & Sons.
In this 2018 analysis, Daniel Willingham revisits his 2005 review of the literature on learning styles. Thirteen years ago he concluded there is no evidence supporting theories that distinguish between visual, auditory, and kinesthetic learning styles and improved achievement. To update his earlier study, Willingham examined research published since 2005. Learning style theorists have postulated that teaching to a specific learning style will help struggling students achieve success in school. Willingham begins by differentiating between learning style and ability. He defines learning style as the way a person completes tasks, and ability as how well the person executes the tasks. Learning style advocates believe that having a student focus on a preferred style will lead to improved performance. The recent research examined by Willingham supports his earlier conclusion: “There is not convincing evidence to support the idea that tailoring instruction according to a learning-styles theory improves student outcomes.” Matching instruction to learning style ultimately offers no credible benefit to students.Willingham did find new research confirming that people do show a preference for one style over another, but acting on the preference does not improve performance.
The implications from this research are that educators do not need to match learning style to student. Finally, it is worthwhile for teachers to teach students strategies that are effective and necessary for solving specific problems such as memorizing information, reading with comprehension, overcoming math anxiety, and avoiding distraction.
Willingham, D. T. (2018). Does tailoring instruction to “learning styles” help students learn? Ask the cognitive scientist. American Educator, 28–43.
This study evaluated the effects of performance feedback on increasing the quality of implementation of interventions by teachers in a public school setting.
Witt, J. C., Noell, G. H., LaFleur, L. H., & Mortenson, B. P. (1997). Teacher use of interventions in general education settings: Measurement and analysis of ?the independent variable. Journal of Applied Behavior Analysis, 30(4), 693.
This study used a reversal design to examine the use of preprinted response cards on students' participation and off-task behavior during calendar circle-time in a rural kindergarten inclusion classroom. Results showed a functional relationship between preprinted response cards and increased participation and decreased off-task behavior for all 4 target students.
Wood, C. L., Mabry, L. E., Kretlow, A. G., Lo, Y. Y., & Galloway, T. W. (2009). Effects of preprinted response cards on students' participation and off-task behavior in a rural kindergarten classroom. Rural Special Education Quarterly, 28(2), 39-47.
This study shows that gaps between opportunities to learn and students' appropriation of those opportunities are instructionally produced and socially distributed via mechanism that affect engagement and lead to alienation from instruction - the dissociation between students' physical presence in academic classes and their thoughts while in class.
Yair, G. (2000). Educational battlefields in America: The tug-of-war over students' engagement with instruction. Sociology of Education, 247-269.
We tested the hypothesis that students in psychology of women classes would perform better on materials covered by multiple-choice exams when the first author presented these materials with active learning versus lecture, autonomous readings, and video presentations alone. Across 3 classes, we coded exam items according to how the instructor presented relevant materials and recorded classwide performance.
Yoder, J. D., & Hochevar, C. M. (2005). Encouraging active learning can improve students' performance on examinations. Teaching of psychology, 32(2), 91-95.
This second edition includes an expanded set of classroom observation tools, moving from 23 to 40 and more linkages to the job-embedded nature of the informal classroom observations.
Zepeda, S. J. (2009). The instructional leaders’ guide to informal classroom observations.New York, NY: Routledge.